Global #gtchat Powered by TAGT is a weekly chat on Twitter that takes place on Thursdays at 8 p.m. ET/7 p.m. CT and 5 p.m. PT in the U.S. For one hour, parents, educators, advocates and experts in the field of gifted and talented gather to share resources, links, authentic life experiences and insights about gifted issues.
Welcome to Global Gifted and Talented Chat Powered by the Texas Association for the Gifted & Talented @TXGifted#TAGT ~ Thanks for joining us to chat about “Overexcitabilities: Myth or Reality?” with Chris Wells, PhD @christianewells#gtchat
Hi, I’m Chris Wells and I’m a researcher with the Gifted Development Center in Westminster, CO, USA. I’ve been studying OE and the theory of positive disintegration with Michael M. Piechowski for the past 2 years. It’s a pleasure to be here! #gtchat
I’m Lisa Conrad ~ moderator, advocate for gifted children, conference presenter, blogger and parent of 2 gifted adults from Pittsburgh, PA. Please take a minute to let us know who you are and from where you’re tweeting! #gtchat
I’d like to thank two of my colleagues from the GDC, and co-creators of the OEQ-II (w/ Linda Silverman & Michael Piechowski) for contributing their thoughts to this #gtchat: R. Frank Falk and Nancy Miller.
I’d like to thank two of my colleagues from the GDC, and co-creators of the OEQ-II (w/ Linda Silverman & Michael Piechowski) for contributing their thoughts to this #gtchat: R. Frank Falk and Nancy Miller.
Are you new to Twitter chats? We use the Q1 / A1 format for #gtchat … Please remember to use the #gtchat hashtag to participate in the conversation. This will make sure that other chat participants see your tweets.
Lurking to learn? Please say ‘hi’ and then view a livestream from Participate Learning at https://t.co/1zR97oWQw0 Enjoy the chat! All the resources and a summary of this chat will be posted later on our blog at https://t.co/BXpCBWEY56#gtchat
Our first question is coming up; let’s get ready to chat! Please preface your responses with A1 Excited to collaborate and share ideas with you today about overexcitabilities. #gtchat
A1 Overexcitability (OE) is a heightened response and sensitivity to stimuli, both internal and external. Dabrowski differentiated it into 5 types: psychomotor, sensual, intellectual, imaginational, and emotional. #gtchat
For Dabrowski “psychic OE” was synonymous with “nervousness.” The first mention of OE in the literature was in 1899, by Scottish physician Thomas Clouston. Unlike his contemporaries, Dabrowski saw more to OE than a pathological condition. #gtchat
Dabrowski (1972) wrote: "One could say that one who manifests a given form of overexcitability, and especially one who manifests several forms of overexcitability, sees reality in a different, stronger and more multisided manner." #gtchat
A1 Strong OE, particularly a combination of multiple OEs, creates an intensity that has been associated with gifted and talented people. The OVER in overexcitability means a response above and beyond what’s considered typical. #gtchat
A1 OE = experiencing & reacting to the world more intensely - this can be a beautiful thing that leads to deep emotions & personal insights, despite the challenges #gtchat
I think of “sensual” OE as perhaps better termed “sensory” OE... It seems to me a more modern, maybe even more accurate term. What do you think? #gtchat
A1 Positive descriptors from Piechowski: “very alive, perceptive, persistent, energetic, and intense—or quiet but feeling deeply and having vivid mental or aural pictures.” (From his book Mellow Out.) #gtchat
I think this is a great point. We're actually going to be doing some research on the sensual OE/sensory OE issue in the coming year at the GDC. #gtchat
Piechowski called OEs “channels through which information is flowing. The five forms function as selective channels, or color filters, through which the various external and internal stimuli reach the individual.” #gtchat
A1 OEs represent intellectual curiosity, profound empathy, abundant physical energy, capacity for fantasy & deep aesthetic appreciation. (Silverman, 2016) #gtchat
A2 Dabrowski studied the relationship between OE and eminence from his earliest work and he also studied gifted children in Poland. A few of his books mentioned this connection. His colleague, Michael Piechowski, brought the OEs to gifted education. #gtchat#gtchat
Piechowski’s original OEQ research was conducted at the University of Wisconsin-Madison at the Laboratory for Superior Students. A 1979 book by Nick Colangelo and Ron Zaffrann included a chapter on “Developmental Potential” by Michael. #gtchat
A1) Overexcitability is the ability to perceive with the senses beyond what we average folk can. The upshot is that these people are attuned to their environments like nothing I can imagine. #gtchat
Also for A1: Bill Tillier describes OE as a form of heightened awareness: “Environmental stimuli take on a more complex, deeper, and richer meaning when the perceiver is fully awake…Even minute stimuli can have a dramatic impact.” #gtchat
A1) Overexcitability is the ability to perceive with the senses beyond what we average folk can. The upshot is that these people are attuned to their environments like nothing I can imagine. #gtchat
A3 For many years there were attempts to connect OE with gifted identification. Research has NOT supported OE as useful in GT identification. Misunderstandings about OE arise when it is removed from the context of positive disintegration. #gtchat
A2) As much as I am currently cursing the oberexcitability of the two #2ekids in my backseat, OE is a gift. One of the biggest challenges for the teacher of #gifted children is teaching them to hone this gift, to access it and mute it at will. #gtchat
It is possible to study and measure OE without bringing in the entire theory of positive disintegration. But without the theory as a lens, there seems to be increased potential for misinterpretation. #gtchat
A2 I think the OEs came to be associated with giftedness as a corollary to the Columbus definition of giftedness - advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm #gtchat
Yes, that’s why the Columbus Group says that “renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally.” The are indeed vulnerable due to experiencing the world as a fire hose. #gtchat
A3 OE has been measured almost exclusively with self-report instruments, including Piechowski’s open-ended Overexcitability Questionnaire (OEQ) and later, the OEQ-II. There have been some criticisms based on this limitation. #gtchat
A3 OEs are often misunderstood and misrepresented by enthusiasts who fail to consider the possibility of co-morbid conditions such as ADHD, SPDs, ASD, etc. #gtchat
There have been some criticisms of the OEQ-II that are currently being considered and addressed. We’re working on an update to the manual and the instrument itself. #gtchat
A2 I think the OEs came to be associated with giftedness as a corollary to the Columbus definition of giftedness - advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm #gtchat
A2: I always liked the “funnel analogy” where life is like water that is poured into cylinders but a gifted life has a funnel shape so absorbs more stimuli. Sometimes funnels overflow because we can’t process quickly enough. #gtchat
We are already half way through our chat! Thank you for sharing so many inspiring thoughts about overexcitabilities! Please remember to use the #gtchat hashtag to participate in the conversation. #gtchat
Yes, that’s why the @SENG_Gifted misdiagnosis/dual diagnosis initiative has been so important. Sometimes it’s truly difficult to tell which is which. #gtchat
A3 There have been some disagreements within the Dabrowski community related to the OE research that may have also fueled controversy. Some people who study the theory feel that OE has been misrepresented in the field of gifted ed. #gtchat
Yes, I agree. And it’s important that the kids themselves see the value of their OEs. Learning that their compassion is the flipside of emotional OE, for example, helps nurture their self-love #gtchat
A4 The original OE research (1938) was grounded in Dabrowski's work with suicide and self-mutilation. He was a psychiatrist (and psychologist) who saw OE as a property of the nervous system that creates both internal and external conflict. #gtchat
In the very first paper about OE, Dabrowski (1938) discussed using a 100-item questionnaire. 25 items for each OE. At the time, he had differentiated psychomotor, affective (later emotional), imaginational, and sensual OEs. #gtchat
This 1938 paper was translated from Polish into English by Michael Piechowski in 2018 and will appear in the next volume of Advanced Development Journal. #gtchat
I reviewed the literature on TPD and presented it at NAGC in 2017. Part of that effort was the creation of an archive. Here are some documents that I created for the project: https://t.co/8wt7ORiQ0F#gtchat
Yes @PamShaw23! Yes, yes, yes!! Even with the fantastic guidance from Webb’s Misdiagnosis book and SENG, some kiddos are perplexing in this way! #gtchat
Michael’s book, “Mellow out,” they say. If I only could: Intensities and sensitivities of the young and bright, describes the OEs in depth. “Living with Intensity” which he edited with @sdaniels_dr, is another book with great info on the OEs. #gtchat
A4 I’m currently working on a study comparing characteristics of both OE and ADHD using open science practices. It won’t be long before we submit our preregistration and share our work with the public through @OSFramework. #gtchat
A5 We can’t simply ignore the behavioral issues that come along with OE. We need to have compassion for children (and adults) with strong OE while still holding them accountable for their behavior. #gtchat
A5 Dabrowski stressed the importance of inhibition in learning to control the OEs. It’s a very personal and individual process and one that we need to work on with kids. We can teach and model self-regulation strategies. #gtchat
A5 I explain to my kiddos that they may not have control over their emotions, but what they do with those emotions is under their control. It’s no excuse for treating people poorly (which most of the time comes up when they’re unleashing it on me) #gtchat
Gifted kids need to learn personal responsibility too! And self-regulation skills can be practiced so that they have more choice over when to unleash these superpowers #gtchat
A5) It is precisely the need to deal with the challenges created by the OEs that prompt the developmental path to manifestation of the upsides. #gtchat
A1) Overexcitabilities=intense feelings/sensitivities often typical of the #gifted. Some scholars think natural aptitudes of the #GT coupled w/OEs can create a struggle that often results in innovative/high level learning/accomplishment. #gtchat@gtchatmodhttps://t.co/RI0Dqz5xZv
Gifted kids need to learn personal responsibility too! And self-regulation skills can be practiced so that they have more choice over when to unleash these superpowers #gtchat
A2) I’d imagine that these OEs of #gifted individuals emerged as experts studied their commonalities in an attempt to explain what makes one gifted. Most #GT students in any of my district classrooms present characteristics of some OEs at varying levels. #gtchat@gtchatmod
A3) Mainstream society looks askance at what doesn’t fit its norms (Why are you acting like this?? Why does this bother you?? Be still, be quiet, be “normal”!) OEs set people apart, particularly the gifted, often making others uncomfortable. So isolating. #gtchat@gtchatmod
Exactly. This is why it's so important to keep the OEs connected with the theory of positive disintegration. Dabrowski provided an entire framework for understanding this intensity. #gtchat
Very true. You have to help them scaffold managing their emotions and behavior. It’s certainly a work in progress. (Even for me as an adult sometimes. Those strong emotions are hard.) #gtchat
A5 We can’t simply ignore the behavioral issues that come along with OE. We need to have compassion for children (and adults) with strong OE while still holding them accountable for their behavior. #gtchat
Keeping the distinction between discipline as teaching better habits and skills rather than as punishment is especially crucial with these kids - and doubly so with emotional OEs. #gtchat
Definitely consequences but also take the time to help Ss analyze after the fact. No punishment if they get it ... and can fix things. Habits are hard to break and that's likely double with self-reg? #gtchat
A6 Parents and teachers should search for creative ways to utilize the intense energy in gifted kids with strong OEs. At the GDC, we provide recommendations and strategies for helping channel the OEs in positive directions during feedback sessions. #gtchat
A6 Parents should embrace their child’s OEs and provide a supportive environment where their child can express their feelings and abilities in a positive way. #gtchat
Good to see you here, friend! And yes, right there with you. When I breathe and take the time to try to see the world the way my daughter does, it’s a beautiful thing. I can’t lie. #gtchat
A6 Michael says that "Being intense is an ineradicable part of the gifted self." Patience and compassion are both essential for responding to OEs. The support of caring adults is critical. #gtchat
A6 Teachers can support a student’s OEs by providing a responsive and challenging curriculum, quiet time when necessary and opportunity for movement if needed. #gtchat
A6) Parents/teachers can provide safe avenues for #GT Ss’ OEs & intensities. For my child’s emotional OEs, she has a journal & creative outlets (filmmaking, art) & designated places to go when overwrought. I’m careful of her sensory OEs with food/clothing. #gtchat@gtchatmod
A6 Teachers & parents benefit from reframing “won’t” into “can’t”. i.e., instead of interpreting defiance, get curious about which intensities might be in the way and which skills could help them through it #gtchat
A6 Teaching kids about their own OEs leads to self acceptance, & should be part of both parenting & SEL curriculum for GT kids. Gifted kids need to know what’s normal for *them* #gtchat
A6) I find coaching skills and leadership presence skills super powerful to teach my preteens and teens for managing OEs and using them for good. #gtchat
A6 We also need to proactively teach self-regulation skills and offer lots of opportunities for students to express their OEs in creative/productive ways #gtchat
A6 Teachers can support a student’s OEs by providing a responsive and challenging curriculum, quiet time when necessary and opportunity for movement if needed. #gtchat
Thanks to everyone for participating in this #gtchat on the overexcitabilities. It’s been fantastic to talk about Dabrowski’s theory and the OEs! And thank you, Lisa (@gtchatmod), for inviting me to be your guest. I’m so grateful!
A6 Michael says that "Being intense is an ineradicable part of the gifted self." Patience and compassion are both essential for responding to OEs. The support of caring adults is critical. #gtchat
Acknowledging that taking the time to sit and work through this stuff now will save masses of time later is a challenge - but it really makes such a huge difference. #gtchat
This was such a great #gtchat! At 85, Michael doesn't use Twitter, and couldn't conceive of what I meant by participating in a "chat" on here, but I will send him a transcript!
Our last chat of 2018 will be at 8E/7C/6M/5P US on Thursday, December 20th and on Friday December 21st at 2 PM NZST/Noon AEST/1AM UK. Our topic will be “Gifted Students in Secondary/Higher Education” #gtchat
